II. Classroom Environment _+ Demonstrates a willingness to take charge __+Establishes rapport with students __+Exhibits teacher presence __+ Reinforces the expectations for learner behavior __+Captures and holds the students’ attention and refocuses them when off-task __*Responds to disruptions with prompt and appropriate actions

IV. Communication Skills, Participation & Professionalism _*Uses correct and effective oral English _* Uses age appropriate vocabulary _* Uses correct and effective written English __+Uses correct and legible handwriting _+ Shows initiative and routinely volunteers assistance _+ Demonstrates dependability _+ Dresses in a professional manner __+Develops professional relationship with cooperating teacher and school community _+ Demonstrates the ability to take and use constructive criticism _+ Reflects thoughtfully for self-improvement Preparation:Your notebook looks efficient and professional. I enjoyed reading your reflections. Great detailon noticing the co-teaching methods the teachers use. Good connections from coursework andpractical application. The situation sets the need and the strategy they use. This flexibility is whatmakes them such a good model of co-teaching. I was also interested to see your connection tothe PSSA and having questions read to them.

Continue to complete your checklist from the Pro Sem book. I love to see evidence of all thegreat things you have done.

I liked to read the lesson reflection of your math lesson. You seemed to do this shortly after itwas over. I love informality of it and how insightful it was. Transitions, pacing, breaking downof content, differentiation….all things every teacher works on!! Focus on a goal or two perplacement and really refine

Lesson Plan:

You plan looks good

Implementation:

You activated prior knowledge in reading between the lines and inferencing strategy. Youreferred to hand motions in a song which they recalled. Your anchor chart served as a way foryou to model when reading then refer to it so to illustrate your point (and show how that anchorreference is helpful for them too)

I really like the prediction in the beginning. Great that you showed the cover and inside the coverand have the students really appreciate the art and structure of the book as they look for clues.The students were captivated by the book. I just love watching students as they listen to a story.

You stopped to model the inferences you were making, and you stopped to guide them to theirinferences. The one about their name pronunciation was a great example. Many shared thatbackground knowledge because they have personally experienced it. Point that out to them inyour teaching.

Your preparation in the book was evident. There were some tricky names for you to pronouncewhen reading. And I noticed evidence of sticky notes throughout too. That is a great strategy foryou to use for questioning, key points, important reminders.

Your materials were ready on the desk and you transitioned to the activity. Together in a WE Doyou modeled the number one. Would you consider projecting it as a way to show the students theexample so it was visual and auditory? Maybe do two this way - the second time graduallyreleasing (by questioning them) what to do.Setting a timer was a great idea but they can’t see the time ticking down, would you consider aSMBD timer so they can better pace themselves? I do like how you planned to adjust time asneeded.

You and the other teachers were able to facilitate some deep thoughts at each table. I like howyou didn’t just stick with certain groups, but rotated around the room. Mrs. Fiddler’s commentsabout different inferences with the same situation is a great talking point for later. Relates backto the background knowledge on your anchor chart.

Closure: As time completed you your weren’t quite done BUT you transitioned so nicelyanyway, you reviewed back to the chart and transitioned them right back to Math for Mrs.Fiddler well done. Nice conversation during conferencing. It will be great to continue to workwith you.